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Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Master of Art in Teaching Foreign Languages
Please be precise and specific in responding to these items. Responses to these items will accompany
the standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1. (CF) Describe how this program reflects the unit’s conceptual framework.
The Master of Art in Teaching (MAT) Foreign Languages supports the Bagwell College of Education’s
commitment to preparing teachers through the collaborative development of expertise in teaching,
learning, and leadership. This commitment is consistent with the conceptual framework of the
Professional Teacher Education Unit (PTEU), which outlines a vision for developing educators from
novice to proficient to expert and leader. The MAT Program aims to foster the development of
knowledge, skills, and dispositions required to be effective facilitators of the teaching and learning
process. In concert with the PTEU vision, the goal of the MAT in Foreign Languages is to prepare
foreign language teachers who are experts in their field, facilitators of twenty-first century learning, and
collaborative professionals who are advocates in their profession. Graduates will possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction.
2. (National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
The MAT in Foreign Languages meets the Program Standards for the Preparation of Foreign Language
Teachers by the American Council for the Teaching of Foreign Languages (ACTFL), which is a
member of NCATE (National Council for the Accreditation of Teacher Education). There are six
standards and 16 supporting standards. These standards serve as the primary learning outcomes of the
program (See Appendix B).
3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during
the program.
The 16 supporting standards described in the Program Standards for the Preparation of Foreign
Language Teachers serve as the primary learning outcomes of the program. They are aligned with the
PTEU Outcomes and Proficiencies. (See Appendix D)
4. (Assessment System) Identify (chart is preferable) the unit and program assessments that will be
used to determine if candidates meet proficiencies and standards. Limit the total number of
assessments to eight. See chart template on next page.
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Assessment System
MAT in Foreign Languages
In this chart, list the 7-8 assessments that will be used to verify how your candidates meet national/state/institutional standards. If a state licensure
exam in the content area is not required, you should substitute an assessment that documents candidate attainment of content knowledge.
Name of Assessment
Type or Form of
When Assessment N/S/I Standards Addressed by This Assessment
Assessment1
Is Administered2
1 - [licensure assessment, or
other content-based
assessment] - Required
2 - [Assessment of content
knowledge in language to be
taught]
- Required
3 - [Assessment of candidate
1
2
GACE Content (for French,
German, & Spanish)
Oral Proficiency Interview &
Writing Proficiency Test (for
Chinese & Japanese)
Portfolio Narrative Rubric
FLED Unit Plan
Program admission
1a: Demonstrating Language Proficiency.
1b: Understanding Linguistics.
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
FLED 7735:
Professional Portfolio
1a: Demonstrating Language Proficiency.
1b: Understanding Linguistics.
1c: Identifying Language Comparisons.
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
2c: Integrating Other Disciplines in Instruction.
3a: Understanding Language Acquisition and
Creating a Supportive Classroom
3b: Developing Instructional Practices That Reflect Language
Outcomes and Learner Diversity
4a: Understanding and Integrating Standards in Planning
4b: Integrating Standards in Instruction
4c: Selecting and Designing Instructional Materials
5a: Knowing Assessment Models and Using Them
Appropriately
5b: Reflecting on Assessment
5c: Reporting Assessment Results
6a: Engaging in Professional Development
6b: Knowing the Value of Foreign Language Learning
FLED 7710 & 7712:
1a: Demonstrating Language Proficiency.
Examples: exam, performance assessment, licensure exam, portfolio, project, reflection, action research, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point – midpt, end of program, etc)
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ability to plan and implement
appropriate teaching and
learning experiences] Required
Teaching Foreign
Languages I & II
1b: Understanding Linguistics.
1c: Identifying Language Comparisons.
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
2c: Integrating Other Disciplines in Instruction.
4a: Understanding and Integrating Standards in Planning
4c: Selecting and Designing Instructional Materials
5a: Knowing Assessment Models and Using Them
Appropriately
4 – [assessment of
internship, practicum, or
other clinical experience] Required
Candidate Performance
Instrument (CPI)
FLED 7720:
Practicum II
1a: Demonstrating Language Proficiency.
1b: Understanding Linguistics.
1c: Identifying Language Comparisons.
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
2c: Integrating Other Disciplines in Instruction.
3a: Understanding Language Acquisition and
Creating a Supportive Classroom
3b: Developing Instructional Practices That Reflect Language
Outcomes and Learner Diversity
4a: Understanding and Integrating Standards in Planning
4b: Integrating Standards in Instruction
4c: Selecting and Designing Instructional Materials
5a: Knowing Assessment Models and Using Them
Appropriately
5b: Reflecting on Assessment
5c: Reporting Assessment Results
6a: Engaging in Professional Development
6b: Knowing the Value of Foreign Language Learning
5 - [assessment of candidate
effect on student learning] Required
Impact on Student Learning
Analysis (ISLA)
FLED 7720:
Practicum II
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
2c: Integrating Other Disciplines in Instruction.
3a: Understanding Language Acquisition and
Creating a Supportive Classroom
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3b: Developing Instructional Practices That Reflect Language
Outcomes and Learner Diversity
4a: Understanding and Integrating Standards in Planning
4b: Integrating Standards in Instruction
4c: Selecting and Designing Instructional Materials
5a: Knowing Assessment Models and Using Them
Appropriately
5b: Reflecting on Assessment
6a: Engaging in Professional Development
6 - [Assessment of candidate
oral proficiency] - Required
7 - [additional assessment
that addresses ACTFL
standards] - Optional
Oral Proficiency Interview
(OPI)
Teaching Philosophy
Program admission
1a: Demonstrating Language Proficiency.
FLED 7720:
Practicum II
1a: Demonstrating Language Proficiency.
2a: Demonstrating Cultural Understandings.
2b: Demonstrating Understanding of Literary and Cultural
Texts and Traditions.
2c: Integrating Other Disciplines in Instruction.
3a: Understanding Language Acquisition and
Creating a Supportive Classroom
3b: Developing Instructional Practices That Reflect Language
Outcomes and Learner Diversity
4a: Understanding and Integrating Standards in Planning
4b: Integrating Standards in Instruction
5a: Knowing Assessment Models and Using Them
Appropriately
5b: Reflecting on Assessment
5c: Reporting Assessment Results
6b: Knowing the Value of Foreign Language Learning
8 - [additional assessment
that addresses ACTFL
standards] - Optional
Action Research Project
FLED 7735:
Professional Portfolio
3a: Understanding Language Acquisition and
Creating a Supportive Classroom
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5. (Field Experiences) Describe required field experiences and clinical practices that help
candidates develop knowledge and skills in helping all students learn. Include how field
experiences will be assessed and be intensive and extensive enough to demonstrate that
candidates: 1) demonstrate the proficiencies in the professional roles, 2) reflect on their work,
and 3) impact student learning.
Field experiences and clinical practices are distributed throughout the program:
First semester (Summer I)
 EDUC 6100L (Practicum I), taken together with EDUC 6100 (Development, Psychology,
& Diversity of the Learner): An experiential, service learning project in which candidates
work (mentoring, tutoring, interviewing, etc.) with students, one-on-one, focusing on
development, needs, exceptionalities, diversity, and learning styles. Assessment includes eportfolio, student learning outcome rubrics, reflective journaling, and tests.
Second semester (Fall I)
 FLED 7703 (Research in Second Language Acquisition): Field experiences in this course
are designed to provide the candidate with the opportunity to apply and reflect on concepts
relating to the cognitive, affective, and biological mechanisms that underlie language
acquisition. Candidates observe foreign language classrooms in elementary, middle, and
high schools. Assessment includes e-portfolio and observation report rubrics.
 FLED 7708 (Curriculum & Assessment in Foreign Languages): Field experiences in this
course are designed to provide the candidate with the opportunity to observe and reflect on
current practices in curriculum design and assessment in foreign language education.
Candidates observe foreign language classrooms in elementary, middle, and high schools.
Assessment includes e-portfolio and observation report rubrics.
Third semester (Spring I)
 FLED 7710 (Teaching Foreign Languages I): This methods course focuses on effective
practices for teaching a foreign language in elementary and middle school. Candidates learn
how to plan, implement, and sustain a standards-based foreign language program. They are
placed in foreign language classrooms in elementary and middle schools where they observe
teachers and implement short lessons. Assessment includes e-portfolio and the Candidate
Performance Instrument.
 FLED 7712 (Teaching Foreign Languages II): This methods course focuses on effective
practices for teaching a foreign language in high school. Candidates learn how to plan,
implement, and sustain a standards-based foreign language program. They are placed in
foreign language classrooms in high schools where they observe teachers and implement
short lessons. Assessment includes e-portfolio and the Candidate Performance Instrument.
Fifth semester (Fall II)
 FLED 7720 (Foreign Language Education Practicum II): This course is designed to
provide candidates with an intensive clinical experience that includes planning,
implementing, assessing, and adjusting instruction appropriate to the needs, abilities, and
learning styles of all learners. Candidates spend approximately 40 hours per week in an
appropriate elementary, middle, or high school. Assessment includes e-portfolio, Candidate
Performance Instrument, and Impact on Student Learning Assignment.
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Sixth semester (Spring II)
 FLED 7730 (Foreign Language Education Practicum III): This course completes the
candidate’s clinical experiences in K-12. They choose two field placements among
elementary, middle and high school levels and spend approximately 20 hours per week in the
classroom assisting the teacher, and implementing, assessing, and adjusting instruction
appropriate to the needs, abilities, and learning styles of all learners. Assessment includes eportfolio, Candidate Performance Instrument, and Impact on Student Learning Assignment.
 FLED 7735 (Professional Portfolio in Foreign Language Education): Candidates work
independently under the supervision of the course instructor to implement an action research
project at the same school they complete their clinical experience in FLED 7730.
Each semester, candidates must show satisfactory completion of the field/clinical experiences to
continue in the MAT in Foreign Languages program without remediation.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates
have opportunities to work with students with exceptionalities and from diverse populations.
Candidates’ developing knowledge of and skills with diversity supports the goals of the Conceptual
Framework. The Professional Teacher Education Unit (the Unit) expects initial certification
candidates to engage in collaboration to become experts in teaching and learning. They become
nurturing facilitators of learning in a constructivist environment that meets the needs of all learners.
These expectations are clearly explained in the Conceptual Framework and presented in the Impact
on Student Learning Rubric (ISLR) and Candidate Performance Instrument (CPI), used to evaluate
candidates’ progress throughout the initial candidate preparation programs. Standard 3b (Developing
Instructional Practices That Reflect Language Outcomes and Learner Diversity) of the Program
Standards for the Preparation of Foreign Language Teachers, which serve as the basis for the
program’s learning outcomes, requires that candidates develop a variety of instructional practices
that reflect language outcomes and articulated program models and address the needs of diverse
language learners. This standard is addressed throughout the program and candidates must meet the
performance expectations outlined in the standard’s rubrics to graduate and receive a
recommendation for certification.
The Unit's use of the phrase "every student" is inclusive of these attributes of multicultural
populations: Age, disability, ethnicity, family structure, gender, geographic region, giftedness,
language, race, religion, sexual orientation and socio economic status. Program faculty will work
with the Office of Field Experiences to ensure that students are placed in a variety of settings so they
have opportunities to work with students with exceptionalities and from diverse populations. To
assess the effectiveness of the program in preparing candidates to work with a diverse student
population, candidates complete a comprehensive Diversity Survey at the end of the program. (See
http://bcoe.kennesaw.edu/diversity)
In addition, the MAT in Foreign Languages requires candidates to either study abroad or complete
community-based immersion experiences. Assignments in the language courses (18 credit hours)
include projects, discussions, and reflections that address the following Program Standards:
 1c: Identifying Language Comparisons.
Candidates know the similarities and differences between the target language and other
languages, identify the key differences in varieties of the target language, and seek opportunities
to learn about varieties of the target language on their own.
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 2a: Demonstrating Cultural Understandings.
Candidates demonstrate that they understand the connections among the perspectives of a culture
and its practices and products.
 2b: Demonstrating Understanding of Literary and Cultural Texts and Traditions.
Candidates recognize the value and role of literary and cultural texts and use them to interpret
and reflect upon the perspectives of the target cultures over time.
The candidates themselves will be from diverse cultural backgrounds, and since they complete all
professional course work as a cohort, they will have the opportunity to network and bond with one
another in a multi-cultural social environment that supports teacher development.
7. (Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The MAT in Foreign Languages meets the Georgia Technology Standards for Educators. The matrix
below shows how technology is infused throughout the program.
Kennesaw State University
[MAT in Foreign Languages] Program Area
Achievement of the Georgia Technology Standards for Educators
The ISTE Technology Standards address three areas (Basic Operations and Concepts, Personal and
Professional Use of Technology, and Application of Technology in Instruction) and are divided into
six categories listed in Table 1.
Table 1: ISTE NETS Technology Standards
I.
TECHNOLOGY OPERATIONS AND CONCEPTS – Teachers demonstrate a sound
understanding of technology operations and concepts. Teachers:
A. Demonstrate introductory knowledge, skills, and understanding of concepts related to
technology.
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current
and emerging technologies.
II.
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES –
Teachers plan and design effective learning environments and experiences supported by
technology. Teachers:
A. Design developmentally appropriate learning opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of learners.
B. Apply current research on teaching and learning with technology when planning learning
environments and experiences.
C. Identify and locate technology resources and evaluate them for accuracy and suitability.
D. Plan for the management of technology resources within the context of learning activities.
E. Plan strategies to manage student learning in a technology-enhanced environment.
TEACHING, LEARNING, AND THE CURRICULUM – Teachers implement curriculum
plans that include methods and strategies for applying technology to maximize student
learning. Teachers:
A. Facilitate technology-enhanced experiences that address content standards and student
technology standards.
B. Use technology to support learner-centered strategies that address the diverse needs of
students.
C. Apply technology to develop students’ higher order skills and creativity.
III.
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D. Manage student learning activities in a technology-enhanced environment.
IV.
V.
VI.
ASSESSMENT AND EVALUATION – Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies. Teachers:
A. Apply technology in assessing student learning of subject matter using a variety of
assessment techniques.
B. Use technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
C. Apply multiple methods of evaluation to determine students’ appropriate use of technology
resources for learning, communication, and productivity.
PRODUCTIVITY AND PROFESSIONAL PRACTICE – Teachers use technology to
enhance their productivity and professional practice. Teachers:
A. Use technology resources to engage in ongoing professional development and lifelong
learning.
B. Continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES – Teachers understand the social,
ethical, legal, and human issues surrounding the use of technology in PK-12 schools and
apply that understanding in practice. Teachers:
A. Model and teach legal and ethical practice related to technology use.
B. Apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
C. Identify and use technology resources that affirm diversity.
D. Promote safe and healthy use of technology resources.
E. Facilitate equitable access to technology resources for all students.
Table 2 lists the performance objectives identified in the ISTE NETS and correlates these objectives
with the required courses, activities and assignments of [insert name of program here] teacher education
candidates that provide evidence of achievement of the objectives.
Table 2: Correlation of [MAT in Foreign Languages] Candidate Technology Skills and
ISTE NETS/NCATE/Georgia Technology Standards
Professional
Profile
GENERAL
PREPARATION
Performance Objective
(and ISTE Standard)
1. Demonstrate a sound understanding
of the nature and operation of
technology systems. (I)
2. Demonstrate proficiency in the use
of common input and output
devices; solve routine hardware and
software problems; and make
informed choices about technology
systems, resources, and services. (I)
3. Use technology tools and
information resources increase
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Course (and assignment)
- All courses (word
processing, PowerPoint,
email, Internet, WebCT
Vista)
- FLED 7708 (word
processing, PowerPoint,
email, Internet, web page
construction)
- All courses (word
processing, PowerPoint,
email, Internet, WebCT
Vista)
- Language courses (on-line
discussion, internet
Evidence to Show
Candidate
Achievement
- Rubric
- Rubric
- Rubric
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Professional
Profile
Performance Objective
(and ISTE Standard)
productivity, promote creativity,
and facilitate academic learning. (I,
III, IV, V)
5. Use technology resources to
facilitate higher order and complex
thinking skills, including problem
solving, critical thinking, informed
decision making, knowledge
construction, and creativity. (I, III,
V)
PROFESSIONAL
PREPARATION
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Course (and assignment)
research)
- FLED 7710/7712 (word
processing, PowerPoint,
email, Internet, web page
construction)
- FLED 7710/7712
(PowerPoint, Internet
activities, video, on-line
discussion, web page
construction)
Evidence to Show
Candidate
Achievement
- Rubric
6. Collaborate in constructing
technology-enhanced models,
preparing publications, and
producing other creative works
using productivity tools. (I, V)
- All language courses (on-line
discussion, web-publishing)
- FLED 77(annotated
technology bibliography, word
processing, Power Point
- Reflection rubric
1. Identify the benefits of technology
to maximize student learning and
facilitate higher order thinking
skills. (I, II)
- FLED 7703 (class discussion
of learning theory)
- FLED 7710/12 (class
discussion of learning theory)
- Reflection rubric
2. Differentiate between appropriate
and inappropriate uses of
technology for teaching and
learning while using electronic
resources to design and implement
learning activities. (II, III, V, VI)
- FLED 7708 (Technology
Resource analysis &
reflection)
- FLED 7710/12 (Reflective
planning for learning
assignments)
- FLED 7720 (Field
Experience Technology
analysis & reflection)
- Reflection Rubric
3. Identify technology resources
available in schools and analyze
how accessibility to those
resources affects planning for
instruction. (I, II)
- FLED 7708 (Technology
Resource analysis &
reflection)
- FLED 7720 (Field
Experience Technology
analysis & reflection)
- Reflection Rubric
4. Identify, select, and use hardware
and software technology resources
specially designed for use by PK12 students to meet specific
teaching and learning objectives.
(I, II)
5. Plan for the management of
electronic instructional resources
within a lesson design by
identifying potential problems and
planning for solutions. (II)
6. Identify specific technology
applications and resources that
maximize student learning, address
learner needs, and affirm diversity.
(III, VI)
- FLED 7703 (class discussion
of learning theory)
- FLED 7708 (curriculum &
technology assignment;
technology in assessment
assignment)
- FLED 7708 (curriculum &
technology assignment)
FLED 7710/12 (Reflective
planning for learning
assignments)
- FLED 7710/12 (standardsbased unit plan integrating
assistive and adaptive
technology; annotated
technology resource list)
- Reflection Rubric
- Assessment Rubric
-Curriculum Rubric
- Reflection Rubric
- Unit Plan Rubric
- Bibliography Rubric
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Professional
Profile
STUDENT
TEACHING
Performance Objective
(and ISTE Standard)
Course (and assignment)
7. Design and teach technology –
enriched learning activities that
connect content standards with
student technology standards and
meet the diverse needs of students.
(II, III, IV, VI)
8. Design and peer teach a lesson that
meets content area standards and
reflects the current best practices in
teaching and learning with
technology. (II, III)
1. Apply troubleshooting strategies for
solving routine hardware and
software problems that occur in the
classroom. (I)
2. Identify, evaluate, and select
specific technology resources
available at the school site and
district level to support a coherent
lesson sequence. (II, III)
3. Design, manage, and facilitate
learning experiences using
technology that affirm diversity
and provide equitable access to
resources. (II, VI)
4. Create and implement a wellorganized plan to manage available
technology resources, provide
equitable access for all students,
and enhance learning outcomes.
(II, III)
5. Design and facilitate learning
experiences that use assistive
technologies to meet the special
physical needs of students. (II, III)
- FLED 7710/7712 (unit plan
integrating technology &
micro-teach with technology)
6. Design and teach a coherent
sequence of learning activities that
integrates appropriate use of
technology resources to enhance
student academic achievement and
technology proficiency by
connecting district, state, and
national curriculum standards with
student technology standards (as
defined in the ISTE National
Educational Technology Standards
for Students). (II, III)
Evidence to Show
Candidate
Achievement
- Unit Plan Rubric
- Micro-teach Rubric
- FLED 7710/7712 (microteach with technology)
Micro-teach Rubric
FLED 7720/7730
(PowerPoint, Internet
activities, video, word
processing, Smartboard)
- FLED 7720/7730 (annotated
technology resource list,
PowerPoint, Internet activities,
video, word processing,
Smartboard)
- FLED 7720/7730
(PowerPoint, Internet
activities, video, word
processing, Smartboard)
CPI
- FLED 7720/7730 (annotated
technology resource list,
PowerPoint, Internet activities,
video, word processing,
Smartboard)
- ISLA
- CPI
- PNR
- FLED 7710/12 (standardsbased unit plan integrating
assistive and adaptive
technology)
- FLED 7720/7730 (standardsbased lesson plans integrating
assistive and adaptive
technology)
- FLED 7710/12 (standardsbased unit plan integrating
technology)
- FLED 7720/7730 (standardsbased lesson plans integrating
technology)
- Unit Plan Rubric
- CPI
- PNR
- CPI
- PNR
- CPI
- PNR
- Unit Plan Rubric
- CPI
- PNR
*NA – The assignment does not involve the direct teaching of learners. The impact on student learning is not applicable.
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